SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate an understanding of the handling of error in a computer programming environment 
SAQA US ID UNIT STANDARD TITLE
115359  Demonstrate an understanding of the handling of error in a computer programming environment 
ORIGINATOR
SGB Computer Sciences and Information Systems 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 4. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
  • An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person.
  • An understanding of mathematical applications that provide insight into the learner's present and future occupational experiences and so develop into a contributing worker.
  • The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.

    Qualifying learners are able to:
  • Explain different errors found in the computer programming environment , and differentiate it from mistakes.
  • Demonstrate how calculation errors are induced in the computer.
  • Demonstrate how computer errors can be minimised.
    The performance of all elements is to a standard that allows for further learning in this area. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people starting to learn towards this unit standard are:
  • Competent in Mathematical Literacy and Communications at NQF level 3.
  • Competent in demonstrating an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations (SAQA ID = 9010). 

  • UNIT STANDARD RANGE 
    This unit standard covers: Approximation in relation to the use of computing technologies, the distinction between exact and approximate answers in a variety of problem settings. It builds on the mathematical unit standard on number bases and errors, and applies it to the computer environment. More detailed range statements are provided for specific outcomes and assessment criteria as needed. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain different errors found in the computer programming environment. 
    OUTCOME NOTES 
    Explain different errors found in the computer programming environment and differentiate them from mistakes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The explanation covers the difference between an error and a mistake. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Error is scientific, Mistakes made by humans.
     

    ASSESSMENT CRITERION 2 
    The explanation covers the errors found in data entry via computer input devices. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Numeric, Alpha-Numeric & Alphabetic, Ranges.
     

    ASSESSMENT CRITERION 3 
    The explanation identifies sources of induced errors in calculations. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Overflow, underflow & rounding.
     

    SPECIFIC OUTCOME 2 
    Demonstrate how calculation errors are induced in the computer. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The demonstration explains overflow errors found in computers. 

    ASSESSMENT CRITERION 2 
    The demonstration explains underflow errors found in computers. 

    ASSESSMENT CRITERION 3 
    The demonstration explains conversion errors found in computers. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Storing wrong variable types declared fields, mixing variable types in an expression.
     

    ASSESSMENT CRITERION 4 
    The demonstration explains errors found in computers because of advancement in processor word-sizes. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Size of a value stored in a variable.
     

    SPECIFIC OUTCOME 3 
    Demonstrate how mistakes and computer errors can be minimised. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The demonstration explains how mistakes can be minimised. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Validation rules like range checks, masks, checksums( eg. mod7).
     

    ASSESSMENT CRITERION 2 
    The demonstration explains how errors can be minimised. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Variable types like Small integer, double, some built-in functions of computer languages like rounding.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards.

    Moderation Process:
    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge.

    This means that the possession or lack of the knowledge can be inferred directly from the quality of the candidate`s performance against the standards.
  • Number systems and rational and irrational numbers.
  • Estimation and approximation.
  • Scientific notation.
  • How variable declaration is handled in computer languages.
  • How input validation is handled in computer languages. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify, solve problems and make decisions:
  • In relation to the current systems development environments relevant to the learner. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise, and critically evaluate information:
  • Gather, organise and interpret numeric information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • Using visual, mathematical and/or language skills to describe relationships, processes and problem solving methods. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically:
  • Explaining how mathematics and computers relate, and how computers can be used to address error and mistakes. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to his/her full personal development and the social and economic development of the society at large:
  • Using mathematics to describe and represent realistic computer-related situations and to solve problems relevant to the learner. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember the aim is to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Supplementary information:

    Definitions:
  • Masks is a term used in computing on input devices to relate data to pre-determined variable types (eg. alpha characters only in an alpha-type variable, numeric characters only in a numeric-type variable).
  • Processor Word-sizes is a term used in computing to explain processor sizes, like 16-bit, 32-bit, 64-bit etc. which keeps advancing in smaller cycles. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  20185   Further Education and Training Certificate: Banking  Level 4  NQF Level 04  Reregistered  2023-06-30  BANKSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Absa Learning & Development 
    2. Academy of Training and Development 
    3. Accenture Learning Solution (Pty) Ltd 
    4. ATTI Nelspruit Pty Ltd 
    5. Bidvest Bank 
    6. Broadband College of Technology 
    7. Bytes People Solutions A Division of Altron TMT (Pty) Ltd 
    8. Careers IT (Pty) Ltd 
    9. Chartall Business College 
    10. Cornerstone Performance Solutions (Pty) Ltd 
    11. CTU Training Solutions 
    12. DVG Property (Pty)Ltd 
    13. Ekasi IT Solutions CC 
    14. Falcon Business Institute (Pty) Ltd 
    15. Far-Ahead Computer Training Centre Cc 
    16. Felix Risk Training Consultants 
    17. Firstrand Bank - Benmore 
    18. Imbalenhle Learning Academy 
    19. Incus Data (Pty) Ltd 
    20. iSolve Business Solutions (Pty) Ltd 
    21. IT Certification Academy 
    22. Jeppe College of Commerce and Computer Studies 
    23. Johannesburg Institute of Engineering & Technology 
    24. Leseding Computer Systems (Pty) Ltd 
    25. Limco Consulting and management (Pty) Ltd 
    26. Mass Computer Training And Printers 
    27. National Computer College Cc 
    28. Nedbank Ltd 
    29. NetCampus (Pty) Ltd. 
    30. PROSERV SA (PTY) LTD 
    31. Qhakaza Management Services 
    32. Richfield Graduate Institute of Technology Pty Ltd 
    33. Springfield Training (Pty) Ltd 
    34. The Facilitation Workshop 
    35. Titan Trade Technologies (Pty) Ltd 
    36. Torque Technical Computer Training (Pty) Ltd 
    37. Xylo Trading 12 (Pty) Ltd 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.